Inclusion in Theatre Education
Most students, regardless of physical, cognitive, or emotional disability, have the capacity to accomplish the tasks outlined in each Model Cornerstone
Assessment, provided that the teacher follows inclusion guidelines during preparation and throughout the assignment of tasks. This includes the theatre teacher consulting with special education teachers and becoming familiar with individual students’ IEPs so that abilities and disabilities of each student are known and appropriate goals and accommodations are applied. Success for both the theatre teacher and the student relies on creativity, high expectations based on individual ability and the application of the three guiding principles of UDL:
1. Represent information in multiple formats and media
2. Provide multiple pathways for students’ actions and expressions. 3. Provide multiple ways to engage students’ interests and motivation.
Because each student’s learning capability is different, even within a category of disability, instruction must accommodate a broad range of communication and learning styles. Suggestions for how the Model Cornerstone Assessments may be adopted for students with varied abilities are described within each MCA. Theatre Education Resources for Inclusion
Astell-Burt. C. (2001). I am the Story: The art of puppetry in education and therapy.
London, England: Souvenir Press.
Bailey, S. (1997). Drama: A powerful tool for social skill development, Disability Solutions, (2)1,1-5.
Bailey, S. (2003). Drama therapy for behavioral change, Social Spectrum, 3, 14-17.
Bailey, S. (2009). Theoretical reasons and practical applications of drama therapy with
clients on the autism spectrum. In S. L. Brooke (Ed.), The Use of the creative therapies with autism spectrum disorders. Springfield, IL: Charles C. Thomas Publisher, 303-318.
Bailey, S. (2010). Barrier-free theatre: Including everyone in theatre arts – In schools,
recreation, and arts programs – Regardless of (dis)ability. Eumenclaw, WA: Idyll Arbor.
Bailey, S. (2014). Exemplary theatre practices: Creating barrier-free theatre. In S. M.
Malley (Ed.), 2013 VSA intersections: Arts and special education
exemplary programs and approaches (pp. 25-45). Washington, DC: John F. Kennedy Center for the Performing Arts. Retrieved from http:
www.kennedy-center.org/education/vsa/resources/edu_parents.cfm Carleton, J.P. (2012). Story drama in the special needs classroom: Step-by-step
lesson
plans for teaching through dramatic play. London:Jessica Kingsley Publishers.
Chasen, L. (2014). Engaging mirror neurons to inspire connection and social emotional development for children and teens on the autism spectrum. London, England: Jessica Kingsley Publishers.
Cohen, H. U. (1995). Dramatically able: Making drama accessible to participants with
disabilities. Video and Teacher's Handbook, Ann Arbor, MI: Wild Swan Theatre.
Conn, C. (2007). Using drama with children on the autism spectrum. London, England:
Speechmark, Ltd.
Crimmons, P. (2006). Drama therapy and storymaking in special education. London,
England: Jessica Kingsley Publishers.
Davies, A. & McAfee, J. (2004). Teaching Asperger’s students social skills through
acting: All their world is a stage. Arlington, TX: Future Horizons. Eadon, H. (2005). Dyslexia and Drama. London, England: David Fulton, Publishers.
Feldman D., Sussman Jones, F., & Ward, E. (2010). The Enact Method of employing
drama therapy in schools. In D. R. Johnson & R. Emunah (Eds.), Current approaches in drama therapy, 2nd ed. (pp. 284-307). Springfield, IL: Charles C. Thomas Publisher.
Gallo-Lopez, L. & Rubin, L.C. (2012). Play-based interventions with children and teens
Grove, N., (2013), Using storytelling to support children and adults with special needs:
Transforming lives through telling tales. New York, NY: Routledge. Grove, N. & Park, K. (2001), Social cognition through drama and literature for people
with learning disabilities: Macbeth in mind. London, England: Jessica Kingsley Publisher.
Hall, E. & Isaacs, D. (2011). Seven keys to unlocking autism: Making miracles in the
classroom. San Francisco, CA: Jossey-Bass.
Johnson, S. L. (2014). Emotional intelligence through art: Strategies for children with
emotional behavioral disturbances. In S. M. Malley (Ed.), 2013 VSA intersections: Arts and special education exemplary programs and approaches (pp. 87-102). Washington, DC: John F. Kennedy Center for the Performing Arts. Retrieved from http: www.kennedy-center.org/ education/vsa/resources/edu_parents.cfm
Kidder, B. (2001). ImaginACTION: Activities that allow students to get up on their feet
and get moving, Ft. Collins, CO: Cottonwood Press.
Krakaur, L. (2014). Mastering the curriculum: Students framed as experts. In S. M.
Malley (Ed.), 2013 VSA intersections: Arts and special education
exemplary programs and approaches (pp. 70-86). Washington, DC: John F. Kennedy Center for the Performing Arts. Retrieved from http:
www.kennedy-center.org/education/vsa/resources/edu_parents.cfm Leigh, L., Dix, A., Gersch, I., & Haythorne, D. (2012). Dramatherapy with
children,
young people and schools: Enabling creativity, sociability, communication and learning. London, England: Routledge.
Martinovich, J. (2005). Creative expressive activities and Asperger’s syndrome: Social
and emotional skills and positive life goals for adolescents and young adults.
London, England: Jessica Kingsley Publishers.
McAfee, J. (2002). Navigating the social world: A curriculum for individuals with Asperger's syndrome, high functioning autism, and related disorders.
Arlington, TX: Future Horizons.
McCarty, T. (2014). Visual theatre: Building a bridge for student success. In S. M. Malley (Ed.). 2013 VSA intersections: Arts and special education
exemplary
programs and approaches (pp. 46-69). Washington, DC: John F. Kennedy Center for the Performing Arts. Retrieved from http:
www.kennedy-center.org/education/vsa/resources/edu_parents.cfm
McCurrach, I. & Darnley, B. (1999). Special talents, special needs: Drama for people
with learning disabilities. London, England: Jessica Kingsley Publishers. Nelson, L. & Finneran, L. (2006). Drama and the adolescent journey: Warm-ups and
activities to address teen issues. Portsmouth, NH: Heinneman.
Osoff-Bultz, B. (2005). A template for the multidisciplinary team-led social and life skills
groups utilizing drama and other creative arts therapies: Its application for girls experiencing neurological challenges. In C. La Navenec & L. Bridges (Eds.). Creating Connections between Nursing Care and the Creative Arts Therapies: Expanding the Concept of Holistic Care. Springfield, IL:
Charles C. Thomas Publisher.
Salmon, M.D., & Sainato, D.M. (2009). Beyond Pinocchio: Puppets as teaching tools in
inclusive early childhood classrooms. Young Exceptional Children,(3)3, 12-19.
Schneider, C.B. (2007). Acting antics: A theatrical approach to teaching social understanding to kids and teens with Asperger syndrome. London, England: Jessica Kingsley Publishers.
Sherratt, D. & Peter, M. (2001). Developing play and drama with children with autistic
spectrum disorders, London, England: David Fulton Publishers.
Vickers, S. & Emanuel, R. (2010). The stories within: Developing inclusive drama and
storymaking. Buckingham, England: Hinton House Publishers, Ltd.
Wolf, A. (2005). Acting for kids on the autism spectrum. New York, NY:iUniverse, Inc.
Interactive
and improvisational drama: Varieties of applied theatre and performance (pp. 230-239).New York: iUniverse, Inc.
Credits
The John F. Kennedy Center for the Performing Arts Special Education Review Team
Dr. Jean Crockett, Professor and Director of School of Special Education, Psychology, and Early Childhood Studies, University of Florida
Dr. Jenny Seham, Director of Teacher Training, National Dance Institute, New York City Ms. Pamela VanGilder, Movement and Dance Specialist, Madonna Learning Center Dr. Mary Adamek, Director of Music Therapy and Education, University of Iowa Dr. Alice-Ann Darrow, Irvin Cooper Professor of Music Therapy and Music Education, Florida State University
Dr. Karen Keifer-Boyd, Professor of Art Education, Pennsylvania State University Dr. Michelle Kraft, Professor of Art Education, Lubbock (Texas) Christian University Ms. Sally Bailey, Professor of Theatre and Director of Drama Therapy, Kansas State University
Ms. Lisa Dennett, Director, I.D.E.A.S., Brooklyn, New York
Dr. Kylie Peppler, Assistant Professor, Learning Sciences, Indiana University Ms. Meryl Alper, PhD Candidate, University of Southern California
